Los discursos teórico-críticos del campo de la literatura argentina para niños (2000-2013) y sus proyecciones pedagógico-didácticas

Abstract

The subject of this thesis refers to the theoretical-critical discourses of the field of Argentine literature for children referenced between the years 2000 and 2013 in interrelation with their pedagogical-didactic projections. The research hypothesis is configured from affirming that the theoretical-critical production on literature for children in our country between the years 2000 and 2013 legitimizes and deepens operations and protocols that have a conflictive, dialogical impact on the field of didactics of children's literary. These repercussions promote enclaves of interrelation between criticism and literary teaching. This research is definitively confirmed as a genuine contribution to the construction of knowledge for the areas of children's literature and literary teaching.